(Q56930510)

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A longitudinal study of mother–child interactions at school entry and social and academic outcomes in middle school

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A longitudinal study of mother–child interactions at school entry and social and academic outcomes in middle school (English)

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Robert C Pianta

3

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author name string

Emily Fergus Morrison

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1

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Sara Rimm-Kauffman

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2

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publication date

May 2003

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published in

Journal of School Psychology

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volume

41

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issue

3

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page(s)

185-200

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cites work

Achievement in the first 2 years of school: patterns and processes

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7 January 2021

Ecology of the family as a context for human development: Research perspectives

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7 January 2021

Family-peer connections: the roles of emotional expressiveness within the family and children's understanding of emotions.

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Toward an ecological/transactional model of community violence and child maltreatment: consequences for children's development.

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7 January 2021

Child-mother attachment of six-year-olds and social competence at school

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7 January 2021

Maternal emotional responsiveness and toddlers' social-emotional competence.

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Emotional and behavioral predictors of preschool peer ratings.

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Young children's coping with interpersonal anger

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7 January 2021

Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade

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Children's relationships with peers: differential associations with aspects of the teacher-child relationship.

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Having friends, keeping friends, making friends, and being liked by peers in the classroom: predictors of children's early school adjustment?

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Children's social and scholastic lives in kindergarten: related spheres of influence?

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Observing mother and child behavior in a problem-solving situation at school entry: Relations with academic achievement

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Linkages Between Children's Social and Academic Competence

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Prevention as cumulative protection: effects of early family support and education on chronic delinquency and its risks

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School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry

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Predicting developmental outcomes at school entry using a multiple-risk model: four American communities. The Conduct Problems Prevention Research Group

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Identifiers

DOI

10.1016/S0022-4405(03)00044-X

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(Q56930510)

A longitudinal study of mother–child interactions at school entry and social and academic outcomes in middle school

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